Paper Authors

Alice Y. Scales
North Carolina State University

Dr. Alice Y. Scales is the assistant department head of the Department of Science, Technology, Engineering and Mathematics Education at North Carolina State University. She has taught at NC State University since 1988. She has a B.S. in Science Education, a M.Ed. in Industrial Arts Education, and an Ed.D. in Occupational Education.

Terri E Varnado
North Carolina State University

Dr. Varnado is an assistant teaching professor for Technology, Engineering, and Design Education in the Department of STEM Education at NC State University. She teaches robotics education and is interested in active learning strategies in virtual learning environments.

Jennifer Buelin-Biesecker
North Carolina State University

Dr. Jennifer Buelin-Biesecker is a lecturer in Graphic Communications and Technology, Design and Engineering Education in the Department of STEM Education at North Carolina State University in Raleigh, NC. She teaches courses in Website Development, Desktop Publishing and Imaging Technologies, Technology through Engineering and Design, Game Art & Design, and Ceramics. Jennifer completed her Ed.D. in Technology Education in Spring, 2012 at North Carolina State University. Her primary research interests involve ways of fostering and assessing creativity and problem solving in technology education. Jennifer’s work is informed by her past experiences working as a technical theatre teacher and in visual art.

Abstract

Designing Active Learning Activities for On-line and EmergingTechnology: A Report on Student’s Perceptions of the Activitiesand Activity RefinementThe authors of this paper have been designing, with student input, appropriate activelearning techniques for on-line use as well as use with new and evolving technologies.These instructional activities are largely collaborative in nature and are based on some ofthe “classic” strategies in the active learning that were suggested for face-to-faceinstruction and traditional course lectures. Implementation of the active learningstrategies designed or adapted for on-line classrooms and employing emergingcollaborative technology as well as the use of technologies not available earlier for thepurpose of teaching technical graphics concepts is the subject of this paper.Activities for this ongoing study were selected from analyses of best practices identifiedin the research literature on both active learning and virtual learning. This paper is acontinuation of a previous paper that discusses the preliminary results after piloting theseinstructional strategies. This paper will discuss the refinements made to these activitiesbased on the first attempts to use them with students in both face-to-face and on-linesettings as well as findings based on a variety of feedback data. Data types includestudent surveys; discussion forum posts; project rubric analyses; peer, self, and instructorassessment data; and instructor observations. By the time this study is presented at theASEE conference in June 2013, the study will have been implemented for an additionalsemester with modifications based on the findings from the previous periods of datacollection.This report represents this research teams’ second phase of exploration of active learningstrategies in an on-line environment and emerging technologies, where phase one pilotedthe initial design of strategies that were untested and untried. The piloting of theseactivities allowed the team to identify weaknesses in the available technology forcollaboratively developing digital technical graphics as well as the instructionalpresentation and implementation strategies employed when using them. The authors ofthis paper have been designing, with student input, appropriate active learning techniquesfor on-line use as well as use with new and evolving technologies. These instructionalactivities are largely collaborative in nature and are based on some of the “classic”strategies in the active learning that were suggested for face-to-face instruction andtraditional course lectures. Implementation of the active learning strategies designed oradapted for on-line classrooms and employing emerging collaborative technology as wellas the use of technologies not available earlier for the purpose of teaching technicalgraphics concepts is the subject of this paper.Activities for this ongoing study were selected from analyses of best practices identifiedin the research literature on both active learning and virtual learning. This paper is acontinuation of a previous paper that discusses the preliminary results after piloting theseinstructional strategies. This paper will discuss the refinements made to these activitiesbased on the first attempts to use them with students in both face-to-face and on-linesettings as well as findings based on a variety of feedback data. Data types includestudent surveys; discussion forum posts; project rubric analyses; peer, self, and instructorassessment data; and instructor observations. By the time this study is presented at theASEE conference in June 2013, the study will have been implemented for an additionalsemester with modifications based on the findings from the previous periods of datacollection.This report represents this research teams’ second phase of exploration of active learningstrategies in an on-line environment and emerging technologies, where phase one pilotedthe initial design of strategies that were untested and untried. The piloting of theseactivities allowed the team to identify weaknesses in the available technology forcollaboratively developing digital technical graphics as well as the instructionalpresentation and implementation strategies employed when using them.

EndNote - RIS

TY - CPAPER
AB - Designing Active Learning Activities for On-line and EmergingTechnology: A Report on Student’s Perceptions of the Activitiesand Activity RefinementThe authors of this paper have been designing, with student input, appropriate activelearning techniques for on-line use as well as use with new and evolving technologies.These instructional activities are largely collaborative in nature and are based on some ofthe “classic” strategies in the active learning that were suggested for face-to-faceinstruction and traditional course lectures. Implementation of the active learningstrategies designed or adapted for on-line classrooms and employing emergingcollaborative technology as well as the use of technologies not available earlier for thepurpose of teaching technical graphics concepts is the subject of this paper.Activities for this ongoing study were selected from analyses of best practices identifiedin the research literature on both active learning and virtual learning. This paper is acontinuation of a previous paper that discusses the preliminary results after piloting theseinstructional strategies. This paper will discuss the refinements made to these activitiesbased on the first attempts to use them with students in both face-to-face and on-linesettings as well as findings based on a variety of feedback data. Data types includestudent surveys; discussion forum posts; project rubric analyses; peer, self, and instructorassessment data; and instructor observations. By the time this study is presented at theASEE conference in June 2013, the study will have been implemented for an additionalsemester with modifications based on the findings from the previous periods of datacollection.This report represents this research teams’ second phase of exploration of active learningstrategies in an on-line environment and emerging technologies, where phase one pilotedthe initial design of strategies that were untested and untried. The piloting of theseactivities allowed the team to identify weaknesses in the available technology forcollaboratively developing digital technical graphics as well as the instructionalpresentation and implementation strategies employed when using them. The authors ofthis paper have been designing, with student input, appropriate active learning techniquesfor on-line use as well as use with new and evolving technologies. These instructionalactivities are largely collaborative in nature and are based on some of the “classic”strategies in the active learning that were suggested for face-to-face instruction andtraditional course lectures. Implementation of the active learning strategies designed oradapted for on-line classrooms and employing emerging collaborative technology as wellas the use of technologies not available earlier for the purpose of teaching technicalgraphics concepts is the subject of this paper.Activities for this ongoing study were selected from analyses of best practices identifiedin the research literature on both active learning and virtual learning. This paper is acontinuation of a previous paper that discusses the preliminary results after piloting theseinstructional strategies. This paper will discuss the refinements made to these activitiesbased on the first attempts to use them with students in both face-to-face and on-linesettings as well as findings based on a variety of feedback data. Data types includestudent surveys; discussion forum posts; project rubric analyses; peer, self, and instructorassessment data; and instructor observations. By the time this study is presented at theASEE conference in June 2013, the study will have been implemented for an additionalsemester with modifications based on the findings from the previous periods of datacollection.This report represents this research teams’ second phase of exploration of active learningstrategies in an on-line environment and emerging technologies, where phase one pilotedthe initial design of strategies that were untested and untried. The piloting of theseactivities allowed the team to identify weaknesses in the available technology forcollaboratively developing digital technical graphics as well as the instructionalpresentation and implementation strategies employed when using them.
AU - Alice Y. Scales
AU - Terri E Varnado
AU - Jennifer Buelin-Biesecker
CY - Atlanta, Georgia
DA - 2013/06/23
PB - ASEE Conferences
TI - Designing Active Learning Activities for On-line and Emerging Technology: A Report on Student’s Perceptions of the Activities and Activity Refinement
UR - https://peer.asee.org/19392
ER -